Education for sustainable development in higher education
In recent decades, a lot has been written, studied and debated about Education for Sustainable Development. There is no general agreement around the concept (Wals 2009), with focus and content being described as a movement from mere what and why to questions about how (Vare & Scott, 2007).
Start
2024-03-01
Project manager at MDU
In the literature, the need for education that leads to key competencies is stressed (Wiek et al, 2011; UNESCO, 2017), but there is little about the kind of education that supports students’ development of these competences.
The question remains: how are key competences such as systems thinking competency, anticipatory competency, normative competency, strategic competency, collaboration competency, critical thinking competency, self-awareness competency, and Integrated problem-solving competency incorporated in course design.
Project 3 aims to investigate how education is and can be designed to develop key-competencies for learning for sustainable development. The project starts with a literature overview, followed by case studies where learning activities are integrated in courses and programs that aim to develop the key-competencies